Economy, Education and Physical Education in Kenya in the Light of Statistical Indicators.

Kenya was once a British colony, and today it is a fast-growing country with world-class hotels and shopping malls on one side of the road, while misery and poverty show their cruel faces on the other side. It is a country where internal struggles and political unrest are ongoing, corruption is enormous, and an increasing number of terrorist organizations are appearing (even breaking into universities and slaughtering young people for their religious affiliation). The aim of our work is to present the economic, social, and socio-cultural background of the country. We considered it important to highlight economic indicators such as the proportion of GDP spent on education at each level of the education system, alone and compared to other countries, and we also examined the population pyramid of the country. One of the interesting points of the study is the comparison of Kenya's educational values with those of Malaysia or Africa, and also specifically mapping the physical education development of Kenya. In the course of our research, we relied on the available literature and the analysis of statistical data, however, personal experiences and observations are interspersed with the study. As a result of our work, we can get a clearer picture of the economic, social, and socio-cultural environment of a wonderful country, thus bringing the values of a distant world closer.

Demographic variables associated with Covid-19 mortality

Objectives: Covid-19 is a betacoronavirus that was initially transmitted to humans from an animal host. It enters the cell by binding its protein S with angiotensin-converted enzyme receptors. It is transmitted through direct contact and respiratory drops. The most affected population so far are older adults and people with chronic conditions. The objective of this research is to analyze the possible association between the structure of the population pyramid, the Gross Domestic Product, the type of isolation and screening used to detect Covid-19 in the countries with the highest and lowest mortality from this disease.Design and Methods: Some variables take part in the Covid-19 mortality worldwide, such as the population structure, expressed in the population pyramid by country, the type of isolation adopted in each nation, the Gross Domestic Product (GDP) as well as the type of screening that is implemented in the different countries analyzed.Results: After analyzing the mean difference in the countries with a regressive and progressive population pyramid, an association was identified between the regressive population pyramid structure and the higher mortality rate (p<0.001).Conclusions: The countries with a progressive population pyramid are the most benefited by making their population more screened since the mortality rate decreases significantly compared to the countries with less attribution (p<0.036).

The use of Instrumental Enrichment as a method to teach the analysis of the population pyramid to Grade 7 Geography students

Action research was conducted to improve the teaching of the analysis of the population pyramid to Grade 7 female Geography students. Instrumental Enrichment was selected as a tool to teach the analysis of the population pyramid. Firstly, the concept of a population pyramid was introduced and taught using an existing teaching method and a baseline assessment was conducted. Instrumental Enrichment was then introduced, and students used the tool to analyse four population pyramids. A concluding assessment measured the improvement in students’ ability to analyse the population pyramid. The use of Instrumental Enrichment did enhance the students’ understanding of the population pyramid. However, they were not able to use it consistently and independently. This agrees with Willingham (2009) that students remember what they think about and the findings of Bellaera (2017) and Adams (1991) that students are not able to develop critical thinking purely by interacting with the subject matter. A refinement of Instrumental Enrichment was proposed considering these principles.

The use of Instrumental Enrichment as a method to teach the analysis of the population pyramid to Grade 7 Geography students.

Action research was conducted to improve the teaching of the analysis of the population pyramid to Grade 7 female Geography students. Instrumental Enrichment was selected as a tool to teach the analysis of the population pyramid. Firstly, the concept of a population pyramid was introduced and taught using an existing teaching method and a baseline assessment was conducted. Instrumental Enrichment was then introduced, and students used the tool to analyse four population pyramids. A concluding assessment measured the improvement in students’ ability to analyse the population pyramid. The use of Instrumental Enrichment did enhance the students’ understanding of the population pyramid. However, they were not able to use it consistently and independently. This agrees with Willingham (2009) that students remember what they think about and the findings of Bellaera (2017) and Adams (1991) that students are not able to develop critical thinking purely by interacting with the subject matter. A refinement of Instrumental Enrichment was proposed considering these principles.